Unit Plan

Desert Habitats

Margaret M. O’Neill

May 14th, 2017

University of Maryland Baltimore County

EDUC 625 – Teaching Reading and Writing to ESOL/Bilingual Students 1

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Margaret M. O’Neill

Unit Plan – Desert Habitats

A. Profile of the Students

1. Type of ESOL class: This is an EFL class in the United Arab Emirates.
2. Grade level: Fifth grade
3. Description of group: There are 10 students in the class; 4 male and 6 female. Seven of
the students are native Arabic speakers and three are native French speakers.
4. Proficiency rating – WIDA Level 3 - Developing
5. Knowledge of L1 literacy, if possible (beginning, intermediate, advanced, educated adult,
pre-literate, low-literate, etc.) – All of the students are proficient in speaking and
listening in their native languages. In reading/writing (L1), they range from high
beginning to high intermediate.
6. Description of classroom/chair & desk organization – There are eight desks facing each
other (four on each side), with two desks in back (next to one another). This arrangement
looks like a rectangle with one of the shorter sides missing. With this arrangement,
students can easily work with partners and move around the classroom. The teacher’s
desk is in the front corner of the room.
7. Timing – This unit takes place over one week (five days), with 90 minute class periods.
The focal lesson is 90 minutes long.
8. Background knowledge needed:
- Basic knowledge of vocabulary relating to different types of animals and plants (i.e.
foxes, coyotes, camels, lizards, cacti, etc.)
- Ability to recognize common sight words
- Ability to use visual aids (photographs, maps, etc.) to help understand new words and
information in the text
- Ability to spell new words phonetically (phonemic awareness)
- Ability to identify the main idea of a nonfiction text
- Ability to write in complete sentences with proper punctuation
- Basic knowledge of decoding multi-syllabic words, including knowledge of open vs.
closed syllables

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B. Source of Readings
Baby IQ Builder Books. (2017). Deserts! Animal Habitats for Kids! Children’s Environment Books:
Middletown, DE.
This text is ideal as the third and final reading for the unit. Again, it reinforces vocabulary and
information that was covered in the first few lessons, while introducing several more complicated
vocabulary words that students should be more equipped to tackle by Day 4.

Callery, Sean. (2012). Desert Life Cycles. Kingfisher: New York.

This text is ideal as the second reading for the unit. It reinforces what was learned on Day 1, while also
going into more depth about the various animals of the desert.

Kalman, Bobbie. (2011). Baby Animals in Desert Habitats. Crabtree Publishing: New York.
I chose this text as the primary text because it provides a general introduction to deserts and clearly
defines key terms, such as habitat and continent (Note: Although the title refers to baby animals, the
scope of the book is more general).

C. Unit Outline & Focal Lesson Plan

Day 1 (Focal Lesson): Introduction to Deserts and Relevant Vocabulary

1. Reading skills:
a. Making predictions
b. Using charts and illustrations to help understand the text
c. Skimming

2. Writing skills:
a. Using a graphic organizer
b. Identifying and writing facts in complete sentences (these facts may later be used for the
students’ “travelogues”)

3. Word Analysis Skills:

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a. Syllabication – unscramble syllables to create vocabulary words, then sort them according to
the number of syllables

4. Content Objectives:
 Students should be able to identify and write three facts about deserts (animals, climate, etc.)
from the text.
 Students should be able to explain 2-3 of the new vocabulary words to their classmates
(both definitions and how they relate to the desert habitat in general).

5. Language Objectives:
a. Using a graphic organizer, students should be able to write the main idea of the text and
three key facts in complete sentences with proper spelling/punctuation at least 80% of the time.
b. When given note cards with different syllables from vocabulary words, students should
be able to put the syllables in the correct order to form the words with 90% accuracy. Students
should also be able to sort the words according to how many syllables they have.

6. Standards
Reading:
CCSS.ELA-LITERACY.RF.3.3.C
Decode multisyllable words.

CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CCSS.ELA-LITERACY.RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.

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CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.

Writing:
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.

Speaking & Listening:

CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing
their own clearly.

7. Teaching the Lesson

Day 1: Introduction to Deserts and Vocabulary
Introduction to the Unit (10 minutes)

Introduction: T introduces the unit to the class. Note: Important vocabulary words are in bold
italics. For each lesson, there will be 8-10 key vocabulary words.

T asks Ss what they know about habitats (activate schema).

T: Class, today we are going to start a unit on desert habitats and the different types of
animals that live in them. We will be learning about deserts throughout the week, and
other types of habitats throughout the month. First we are going to do a Know-Want-Learn
chart, like we did last week. Can anyone tell me if you know what a habitat is? (T writes
the word habitat on the white board).

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S1: Is a habitat like a home?

T: Yes, S1, that is correct. A habitat is a place in nature where plants and animals live. (T
records this information under the “Know” column.) Can anyone give me an example of a
habitat, other than a desert? (T asks questions.)

S2: The ocean?

T: (T models complete sentences). Yes, S2, the ocean is an example of a habitat.

Rainforests and deserts are also examples of habitats. Can anyone tell me how some of the
habitats are different from each other? (T asks questions.)

S3: Well, I think that the weather in the desert is very different from the weather in the
rainforest. And the animals you would see in the desert are different from the ones in the
rainforest.

T: Yes, S3, that is correct. You will find different types of animals in each habitat, and
each habitat has a different climate. The word climate is similar to the word weather – but
we are talking about the type of weather you see over a long period of time. For example,
in the desert, it might rain a few days out of the year, but most of the time it is dry. Some
deserts are hot and some are cold, but all deserts have a dry climate. (T records this
information under the “Know” column).

S2: So would we say that the climate in the rainforest is hot and wet?

T: Yes, S2, exactly! Great job everyone. Now can anyone summarize what we just talked
about? (T asks questions.)

S4: Yes, I can. A habitat is a natural place where plants and animals live. Deserts and
rainforests are types of habitats. They have different kinds of animals and different
climates. (Ss summarize.)

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T: Yes, thank you, S4! Now I am going to show you a poster with all of the different
habitats we’ll be learning about this month (T points to the poster at the front of the room).
You will learn about the climate and types of animals that live in each habitat. In this unit,
we are going to learn about deserts.

T: Can you tell me some things that you want to learn about deserts?

S1: I want to learn what kinds of animals live in deserts. I know about camels and
coyotes, but would like to learn about others.

(Several other students tell T what they want to learn about. T writes all of their questions
under the “Want” column.)

T: Okay, great questions everyone! Let’s get started on learning more about the desert.

Presentation

Step 1: T introduces the first text to the class and does a Picture Walk activity (5 minutes)

T: Today we are going to read about deserts and the animals that live in them. (T shows the front
cover to the class). The title of the book is Baby Animals in Desert Habitats. Let’s take a look
at some of the pictures and try to predict what the book is about. (T shows some of the pictures
to the class).

S1: I see a map – I think it will it tell us where the deserts are?

T: Good observation, S1. When we read the book, we will find out what the map is showing us.
We should always pay attention to maps in the text. Let’s write your prediction down (T writes
“map shows where the deserts are” on the white board).

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S2: I think we are going to learn about how the baby animals live in the desert.

T: Great, thank you, S2! (T writes down the prediction).

S3: I think we are going to learn about the different kinds of cactuses.

T: Thank you, S3. So we might learn about the different types of cacti. When we have more
than one cactus, we say “cacti.” Let’s see what we will learn about them! (T writes the
prediction down).

Step 2: T hands out nonfiction graphic organizers to the class (see Appendix A). Students are
asked to write the main idea, 2-3 facts, and five new vocabulary words they are unfamiliar with.
T explains that the main idea and facts must be written in complete sentences. T also explains
that students should try to use maps, charts, and photographs to understand the meanings of new
vocabulary words. (5 minutes)

T: Okay, class, before we read the book, let’s look at the graphic organizer that you’ll be using.
It has sections for the main idea, five vocabulary words, and three facts. First, please write the
main idea of the text in a complete sentence (T points to the parts of the graphic organizer on the
overhead projector). You will also write three facts you learned in complete sentences –these
facts can be about anything in the book, including new animals you’ve never heard of. Finally,
please list five vocabulary words that are new to you. Try to pay attention to the maps, charts,
and pictures you see.

T: S3, can you please summarize the directions I just gave? (T asks Ss to summarize.)

S3: Yes. The graphic organizer has sections for the main idea, vocabulary words, and three
facts. We have to write the main idea and three facts in complete sentences. Then we should list
five vocabulary words and look at the pictures and maps for clues.

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T: Excellent, thank you, S3! After I read the book aloud, you will all work in pairs and read
your own copy of the book. That way, you can see maps, charts, and pictures again, and use
them to help you understand new vocabulary words.

Step 3: T reads the book aloud to the class. T stops at predetermined points in the text to ask
how the students’ predictions match up to what the text actually says. (15 minutes)

Vocabulary/Jigsaw activities (25 minutes)

Step 4: Students will skim the text silently in pairs, looking for the main points and vocabulary
words. They will also be provided with a list of ten vocabulary words, and be asked to match
them with their definitions.

Step 5: Each pair will try to use visual aids from the book to help them match the words to their
definitions. If the students wrote down any words (on their graphic organizers) that were not on
the list, they should circle them so that the teacher can review them.

Jigsaw:

Step 6: Each pair of students will become “experts” on 2-3 vocabulary words and concepts from
their section of the book (each pair will be responsible for 4 pages of the book).

Step 7: Students will then rotate around the classroom to speak with other groups about their
words and topics (i.e. different types of deserts, desert animals, etc).

Step 8: Afterward, they will share their knowledge with the class, and the teacher will confirm
the correct answers for the vocabulary exercise, answer general questions about the desert
habitat, etc.

Syllabication (word analysis) – 20 minutes

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T: Okay class, lastly, we are going to do an activity about breaking words down into syllables.
This will help you sound out words and pronounce them correctly. We learned about syllables
last Friday. Who remembers what a syllable is? (T does comprehension check.)

S5: A syllable is like one sound in a word, like air-plane…air is the first syllable, and plane is
the second.

T: Great, thank you, S5! Also, please remember that each syllable must have a vowel sound.
Now we are going to review the vocabulary words you just learned, and we will preview a few
from our next lesson.

Step 9: T passes out note cards to each pair of students. Each card has one syllable written on it,
and the students must put the syllables in order to form the vocabulary words. See Appendix B
for examples.

Step 10: Each pair of students will receive two vocabulary words from today’s lesson, and one
from the next lesson. Words from the new lesson will be written on the white board to help
students figure out the correct answer.

Step 11: Students will then write their words on the white board with the correct syllable
divisions, i.e. car/ni/vore. They will then record all of the words on a syllable sorting chart,
according to how many syllables each word has)

Conclusion (10 minutes):

Step 12: T asks students to complete the K-W-L chart with some of the facts that they learned
during the lesson (students will refer to their graphic organizers and think back on what they
learned during the jigsaw activity). T also asks students what questions they have about the
desert habitat, vocabulary words, etc.

Day 2: Desert Life Cycle

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Reading: T will read Desert Life Cycles aloud to the class. T will do a DL-TA with the students, first
asking them to look at the front cover of the book and headings within the text.
Listening: Students will listen to the teacher read the book aloud, and T will ask questions at pre-
selected stopping points.
Writing: Students will again write down the main idea, three facts, and five vocabulary words on their
graphic organizers. This time they will receive a copy of the glossary page at the end of the book, with
the most important words highlighted.
Speaking/Reading: Students will do an Internet scavenger hunt in pairs (T uses varied groupings).
Each pair will be assigned a specific desert (i.e. Gobi, Sahara, Antarctic, etc.) and will answer three
questions about that desert. Website links will be provided, and T will walk around to assist each group
with the activity. Each pair will then share their information with the rest of the class.

Day 3 – Watch Video (Desert Biome)

Reading: After T pre-teaches key vocabulary, students will read a short summary of the video
(summary prepared by T). The video focuses on the Sonoran Desert and its various forms of cacti. See
video link: https://mpt.pbslearningmedia.org/resource/tdc02.sci.life.eco.desert/desert-
biome/#.WRj4AGjytEY
Writing: Prior to watching the video, students will write down at least one question that they expect the
video to answer.
Speaking/listening: Students will do a Think-Pair-Share activity. (T uses varied groupings.) Each
student will tell their partner what question they had about the video, and if the video answered it. They
will also discuss how the video was similar and/or different from the books read on Day 1 and Day 2.
Each student will then tell the class about the information that his/her partner shared.

Day 4 – Read final book and review vocabulary

Reading:
Read final book aloud – Deserts! Animal Habitats for Kids
Use charts, maps, and photographs to help identify meanings of new vocabulary words
Venn Diagram vocabulary exercise – compare hot deserts and cold deserts
Writing: Students will begin working on a brief “travelogue” about the desert. The travelogue should
be 5-7 sentences in length and describe what a student would see if he/she visited the desert (any desert,

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but the student should specify which one). Travelogues must also include at least three vocabulary
words from the unit. Students should be reminded that they can use facts from their graphic organizers.
Speaking/listening: T will pull up an online game for the entire class to play as a group. It is an
interactive game that requires the players to identify which habitat an animal belongs in (i.e. does a
coyote live in the desert, coral reef, or jungle?) T will provide a brief introduction to the other habitats,
which the students will learn about in upcoming weeks. Link to game: https://ssec.si.edu/habitats

Day 5: Travelogues/Assessment
Reading: Students will read their travelogues aloud to the class.
Writing: Students will finish writing their travelogues during the first half of the class.
Listening/Speaking: Students will listen to each other read their travelogues. Each student will
comment on/ask questions about two or more of their classmates’ travelogues. Students will be
expected to answer their classmates’ questions whenever possible.

8. Assessment/Evaluation
Assessments will be done throughout the week/unit, both formally and informally. Each time a graphic
organizer is used, the teacher will evaluate the “facts” and “main idea” sections for complete, logical
sentences with proper punctuation. The teacher anticipates that errors will be made, but will be looking
for at least 80% accuracy in these areas. On the last day, the teacher will assess the students’ writing
(travelogues), as well as their brief presentations. Please refer to Appendix C for the rubric.

9. Materials – visuals – handouts

Handouts will include vocabulary lists and graphic organizers. For the syllabication activity, note cards
will be passed out to the students, as well as a chart for sorting the words according to number of
syllables. Please refer to the graphic organizer in Appendix A, and examples for the syllabication
activity (Appendix B).

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Appendix A – Graphic Organizer

Source: https://www.teacherspayteachers.com/Product/Nonfiction-Notes-Graphic-Organizer-456346

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Appendix B – Syllabication Activities

Example of word scramble – Multisyllabic Words Manipulation

Source: http://www.readingrockets.org/content/pdfs/syllabication.pdf

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Appendix B (cont’d)

Syllable Sort

Directions: Once you have put your note cards (syllables) in the correct order, write the complete words
in the correct column. You will first write your own words, followed by the words your classmates
unscrambled.

One Syllable Two Syllables Three Syllables

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Appendix C – Day 5 Assessment Rubric

Travelogue and Presentation Rubric

Five to seven complete (logical) sentences 3 points

Spelling 3 points
Use of at least 3 vocabulary words from the unit 3 points
Student explained his/her travelogue clearly to the 3 points
class
Student answered questions from classmates to the 3 points
best of his/her ability
Student asked a question and/or commented on at 3 points
least two other presentations
Total /15 points

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Appendix D – Excerpt from Primary Text

Baby Animals in Desert Habitats, p. 22

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